CHP 3:  Low-Incidence Disabilities

I have not had much experience with teaching a student with a low incidence disability, but before he transferred schools, we had a student in first grade with a disability that required him to use a wheelchair.  At Calhoun, we do not have a special education classroom.  Therefore, many of our students have not come into contact with other students with disabilities that are outwardly pronounced as in the case of this student.  It was a great teaching moment to discuss diversity and celebrate differences.  The students really bonded with the child and were devastated with the news of his transfer.

Although, I have not had a great deal of experience working with a student with a low-incidence disability, I do feel that my student with Dyspraxia could fit into this category.  The disorder greatly effects her speech.  I have noticed that it effects her social interaction at recess.  She tends to play by herself.  However, in the classroom she actively participates in whole group instruction and overall seems happy to be at school.  I feel that I have let her down by overlooking her lack of social interactions with her peers at recess. 

After reading this chapter, I feel that one of the best ways to help her socially is by reading aloud books that contain a character with social issues learning ways to increase socialization.  I also believe these types of books will help the other students in my classroom realize that some children have difficulties with social interactions, thus making them aware of their role in helping others with disabilities.

CHP 2: High-Incidence Disabilities

In my five years of teaching, I have taught several students with high-incidence disabilities ranging from ADHD to speech impediments.  I currently have a student in my first grade classroom with dyspraxia.  Dyspraxia is a disorder that weakens the muscles necessary for motor skills.  The student has much difficulty with pronouncing words and with handwriting.  She works with a speech therapist and an occupational therapist.  To meet her educational needs, I consistently meet with each therapist to discuss her progress and things I can reinforce in the classroom to further her success.  I also maintain a collaborative relationship with her parents.

One thing that I need to work on is having patience as an educator.  I feel like a failure when my students, especially ones with high-incidence disabilities, have periods of small educational growth.  However, it is important to realize that each child is different and progresses at different rates.  I need to keep a mind frame of looking for the positives in their educational accomplishments no matter how small.

I will continue to form strong collaborative bonds with parents, therapists, and specialists of the students with high-incidence disabilities that I teach.  I want to ensure that I create a classroom atmosphere and curriculum that meets their individual needs.  My goal as an educator is to effectively teach my students while also instilling a love for learning.

CHP 4: Collaboration

I work at a school that maintains effective collaboration amongst faculty, parent-teacher, and student-teacher interactions.  Each week I meet with my fellow teachers and the instructional facilitator during grade level planning.  I am exposed to the expertise and knowledge of six fellow faculty members to help me incorporate best teaching practices within my classroom, especially teaching practices that will best fit the needs of my exceptional students.

I do feel, however, that I do not collaborate enough with the paraprofessionals at my school, including the ERI teacher and the computer facilitator.  District budget cuts have removed certified teachers from these two areas.  Before this occurred, teachers met formally with these co-workers to discuss classroom interventions to aid special needs students.  Presently, formal time is not scheduled to meet with these instructors to have official collaboration.  I do know each instructor very well and am thankful to have the opportunity to work with two incredible people.  However, I wish formal meetings were scheduled with each to discuss student progress and to discuss best teaching practices to meet these students needs.

I understand that paraprofessionals are HIGHLY underpaid for the immense service they provide for education and this is one of the reasons they are not required to attend formal faculty meetings.  However, I know the paraprofessionals that I work with would gladly meet with me to discuss student progress.  My goal is to meet especially with the ERI teacher on a regular basis to discuss the progress of the students she is serving.  I feel that a stronger collaboration will help me best meet the needs of the individuals I teach.   

Chapter 1: Response to Intervention

      As an elementary teacher, I can identify strategies that I use in the classroom that are considered best practices in response to intervention.  I attend professional development and training to become proficient in implementing instructional and behavioral strategies and interventions.  I screen all of my students in math and reading using MAP and DRA testing.  I keep records of student achievement in reading using running records and reader responses.  I also collaborate with parents, administrators, and special education teachers to ensure that students are receiving appropriate support in the classroom.      
     Just as I can identify strengths in my response to intervention, I can also identify weaknesses in my training for response to intervention.  I do not feel I appropriately monitor the progress of my students receiving Tier 2 support.  These students receive intervention outside of the classroom and I leave it to the teacher working with them to assess their progress.  I rarely have conversations with these individuals and rely on their expertise to inform me when the student has graduated from the program.
      To better assess the performance of students receiving Tier 2 support, I plan to form a more collaborative relationship with the special education teachers.  I also want to compare data with the teachers to ensure that I am providing the appropriate instructional support in the classroom.  Many of my students receiving ERI do not have a IEP.  Therefore, it is my responsibility along with the ERI teacher to communicate the exact areas of weakness to better service the child.